Reconceptualizing "Special Education" Curriculum in a Bachelor of Education Program: Teacher Candidate Discourses and Teacher Educator Practices
Bibliographic record
Abstract
This paper identifies dominant perceptions neophyte teachers have about students with special needs and/or identified as having a learning disability in order to reconceptualize curricula that may provide them with opportunities to critically deconstruct established notions and extend practices they make available for these students. This is accomplished by examining teacher candidates’ responses to surveys they completed before and after their Bachelor of Education program as well as during focus group interviews. The paper specifically addresses how instructional practices designed for teacher candidates in “special education” classes can ensure that they remain focused on a definition of disability that reinforces and reifies deficit-oriented perspectives of disability. The researchers’ processes and critical reflections are offered as a way of demonstrating how they we were implicated in replicating dominant discourses that universalize and fossilize disability. They also offer their attempts to revise curricula and their practices in ways that address this replication.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".